This study explores the teaching of life questions at an Upper Secondary School for Students with Intellectual Disabilities (USSSID) in Sweden, aiming to enhance the educational approach. Qualitative interviews were conducted with eight students, two teachers, and a principal, analyzed through Symbolic Interactionism. (PDF).

This paper explores how teachers in a Swedish teacher “rebellion” group on Facebook discuss institutional expectations related to the use of time in teachers’ work. Drawing on a narrative research tradition, group discussions are analyzed as negotiations where teachers co-construct their own narratives about the teaching profession. (PDF).

This article, based on Miranda Fricker’s concept epistemic injustice to deal with human rights and social sustainability, argues that teacher education must address the twofold mission to both enhance epistemic justice for student teachers and to develop their skills to enhance justice for future pupils. (pdf).

The aim of this article is to explore the relations constructed between final thesis work and student teachers’ future professional practice. Despite variations in scope and format, the final thesis is an essential part of prospective teachers’ educational trajectories in many countries. (pdf).

Previous research has stressed the importance of a good understanding of mathematical equivalence. However, despite decades of research, we still do not know to what degree the theory of operational understanding can explain errors. In this paper, children’s understanding of mathematical equivalence is studied using answers (n = 1608) and written solutions (n = 340) to a large-scale test.…

A key to developing inclusive practices resides in teacher-student interactions; however, little is known about the details of practice at the classroom level. Through investigating what teachers and students consider as valuable in their interactions, and how their accounts can be understood in relation to participation, the purpose of this article is to gain insight…

This article investigates the work of music teachers within Norwegian municipal schools of music and arts. These schools are publicly financed but face low attendance. What is taught has implications for the extent to which students feel included or excluded from the school system, and teachers play an important role in this respect. In order…

Nonverbal immediacy has proved to be an effective communication tool in fostering student-teacher relationships. The present study aims to validate the Teacher Nonverbal Immediacy (TeNOI) observation scale in a sample of 58 teachers and their students (n = 1,124) in lower secondary schools. (pdf).

This study investigated the effects of a fraction concept understanding intervention with six fifth-grade students with special educational needs in mathematics. Explicit instruction and CRA were cornerstones in the intervention program, with a specific focus of fraction as measurement. (pdf).

This study explores preschool teachers’ perspectives on child-initiated touch in early childhood educational settings in Sweden. Touch is an inevitable and integral part of everyday life in early childhood, where it is important for development, care, and the formation of trusting social relationships. (pdf).

The aim of this study was to capture the characteristics of teacher collaboration and aspects of teacher culture which hinder or enable co-teaching in Finnish schools where co-teaching has been implemented. The data of this multiple case study were collected in three Finnish primary schools where co-teaching between special education and class teachers has been…

Decentralized education systems increasingly rely on a positive collaborative relationship between school leaders and local educational authorities. In education policy, this relationship appears to be taken for granted, while research describes how such expectations fail to account for the complexities of the work of school leaders and LEAs. (pdf).